Boundary-Crossing Competence: Theoretical Considerations and Educational Design

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

“…Therefore, the findings support the proposal (Hedges, Cullen, and Jordan 2011) that funds of knowledge offer a lens for engaging with and responding to children's interests in relation to their social and cultural experiences. Viewed through this lens, play is conceptualised as a potential cultural broker (Walker and Nokon 2007) that enables children to reconstruct interests amassed from funds of knowledge, thus bridging the space between home and school cultures (Broadhead and Burt 2012) and developing children's 'ability to function competently in multiple contexts' (Walker and Nokon 2007, 178). The availability of flexible, un-prescribed classroom materials, such as blocks, fabric and play-dough, offered multiple affordances for children to draw upon their interests and construct meaning in their play.…”

The Learning Potential of Boundary Crossing in the Context of Product Introduction

“…In such situations, technology brokers can assist by exchanging information and supporting co-workers in finding innovative solutions by recombining old ideas into new solutions. However, maintaining the role of broker and acting competently in unfamiliar situations require, as Walker and Nocon (2007) argue, boundary-crossing competence. Boundary-crossing competence is developed if there are rich opportunities for learning and for horizontal movements between communities of practice (Fuller et al 2007).…”

“…The assemblers said that their early involvement in the product development project through the cross-functional team created a feeling that their competence was better utilised. The creation of new work procedures in the plant supported regular connections between the plant and the PDD that, in turn, supported learning at intersecting boundaries (Wenger et al 2002) and development of boundary-crossing competencies among the production personnel (Walker and Nocon 2007). The crossfunctional team formed an arena in which a common ground legitimated boundary crossing and there was also an acceptance of other's opinions concerning the product introduction (Akkerman and Bakker 2011). Prototypes and Pre-Series Production -Significant Boundary Objects for Learning…”

Educating Boundary Crossing Planners: Evidence for Student Learning in the Multistakeholder Regional Learning Environment

“…Planners must be able to operate across different practices and, therefore, need "boundary crossing" competence (Akkerman and Bakker 2011;Walker and Nocon 2007). Consequently, planning education needs learning environments that effectively stimulate boundary crossing.…”